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The University of Minnesota, 

Saint Axthoxy's Falls, 

June 2Sth, 1872. 

To THE HOXOEAI'.LE. THE BOARD OF ReGEXTS : 

111 obedience to your resolution of March 26tli uU., a copy of whicli 
is annexed, I have tiie lionor to submit the following matter rela- 
ting to the plan of organization and the courses of study. Inasmuch 
as the resolution, by implication, seems to re-open tlie question of 
organization, it appears to me to be both proper and respectful, 
although my Aaews are on record in many reports and other docu- 
ments, to put the Board in possession of an orderly statement of 
the plan itself, of the conditions which seemed to justify its adop- 
tion, and of some iacts and opinions which might, upon occasion, be 
adduced in defense of it. 

I am. very respectfully, 

Your obedient servant, 

WILLIAM W. FOLWELL. 











^'■Resolved, That the President and Faculty of the University 
individually be, and they are hereby, requested to report in writing, 
direct, at the next meeting, their opinion of the condition and 
progress of the University in its various departments ; and, if any 
occur to them, that they make such suggestions and recommenda- 
tions as they may deem important regarding the present plan of 
organization and the various coilrses of instruction as now estab- 
lished." 

Passed March 26, 1872. 



"'o, 
>• 



I. 

General Considerations had in view at the time the question ot" 
organization came up. 

1. The great awakening to the supreme importance of education in 
general. Witness, the development of the free schools, the munificent gifts 
in the aid of education, of Cornell, Peabod}^, Pardee, Packer, Williston 
and others, and the State and National grants to higher institutions. 

2. An immense increase of youth demanding higher education: — not, 
however, of those looking forward to the so-called "learned profes- 
sions,"'^ but a number much greater preparing to be engineers, mer- 
chants, architects, chemists, miners and metallurgists, pharmaceutists, 
dyers, manufacturers, merchants, navigators, journalists, naturalists, as- 
tronomers, and last, not least, horticulturists and agriculturists; wherefore 

3. The general consent that the old college, however admirably suited 
to other wants, does not meet the demands of these classes. In proof 
of the correctness of this view, 

4. The establishment of numerous polytechnic schools, such as, e.g., 
The Rensselaer Polytechnic Institute, Troy, N. Y. 

The Sheffield Scientific School of Yale College, New Haven, Conn. 
The Massachusetts Institute of Technology, Boston* 
The Columbia College School of Mines, New York city. 
The Stevens Institute of Technology, Hoboken, N. J., lSjc, &c., &c.; 
Likewise 

5. The grant by Congress in 1S62 of 9,000,000 acres of public lands 
to endow colleges, intended to provide -'liberal and practical education 
for the industrial classes"; and imder this grant the establishment of 
Agricultviral and Polytechnic Colleges in many States; such as, (e. g.) 

The Cornell University, 
The Kentucky University, 
The Illinois Industrial University, 

The Agricultural Colleges of Massachusetts, Michigan, Pennsylvania, 
&c,, &c., &c. — but further, 

6. The voluntary exile of hundreds of our young men to foreic^n coun- 
tries in search of that culture not to be had on this side of the Atlantic. 

7. The importation, chiefly by these persons and through their writings, 
of foreign University ideas, traditions, customs and terminology, which, 
falling in with the general sentiment favoring a broader development of 
our higher education, had led to 

8. The establisnment of many institutions called Universities^ in expec- 
tation "of things hoped for." 

*See appendix A I. 



g. The g6n6va.\, acknowledged failure of our Universities io des.er-Oe thai 
title^ owing chiefly to lack of material, i. e., of students properly fitted for 
University workj Therefore, 

lOi The need^ as a condition precedent to the existence of a genuine 
University^ of a lar'ge nurriber of academic schools of high rank, capable 
of fitting students to enter upon the studies properly belonging to the 
University. Such schools, called '* secondary," exist in all countries 
in which Universities exist. See Appendix A. 

11. An EXCESSIVE NUMBER OF COLLEGES, insufficiently endowed^ 
indifferently officered, scantily attended^ " hindering rather than aiding 
one another by their jealous rivalries, and wasting the most precious 
resources of the country/' 

12. In these Colleges a general breaking down of discipline, and a 
cheapening of degrees, things not to be prevented in institutions de- 
moralized by ruinous competition, 

13. In these colleges also, an overloading of the course of study in the 
attempt to adapt the college, with its single curriculum, to modern de- 
mands. But 

14. The strong and decided reaction against the tendency to overcrowd 
the college course, coinciding with 

15. A relaxation from the traditional custom of forcing student.^ over a 
single course, as shown in 

i6i The addition of so-called '■'scientific courses'' of study into many col- 
leges and Universities, or iri 

17. The introduction of so-called cJ/^/t^Wi?/ or ^/^^//^'(j studies and courses 
of study : in connection with which 

184 The remarkble fact that the end of the second (or Sophomore) year 
of the old college course has been very generally pitched upon as the 
proper point at which to admit optional studies and courses, (see 
Appendix B), thereby indicating that 

19. Some University work proper begins no-u) in x\merica (and will for a 
long time continue to begin) with the Junior year, and Wmi studies should be 
assorted accordingly , Wherefore 

20i Universities must provide for dropping the work of the first two 
college years, belonging by its nature to the secondary schools. See 
Appendix C. 

21. The higher secondary education embracing the first two college 
years, has been found to be an excellent preparation for the " industrial 
professions," and it is also sufficient for the mere practitiojter in the so- 
called learned professions, although in fact 

22. The law and medical schools, receiving stude.its with merely the 
primary education of the common school, are turning out under the spur 
of sharp competition hundreds of graduates every j^ear, without culture, 
without science— to the great infamy of the professions. Wherefore 

23. The impending necessity that some public endowed institution not 
depending upon tuition money for support, should by requiring as the 
minimum preparation the secondary education indicated, rescue the legal 
and medical professions from the low condition into which they have 
confessedly fallen. 



5 

24- t^or lack of suitable secondary or academic schools to prepare stu- 
dents, the Agricultural Colleges have very generally been forced down 
into the secondary field, and been obliged to offer courses of study made 
up mainly of academic branches with merely a seasoning of agricultural 
studies. Whereas 

2^. The Agricultural College ought to be a special professional school, 
analagous to law, medical, and engineering schools, to which students 
shall bring a sufficient preparation of general and disciplinary studies, 
and it is only as suc/i that the Agricultural College can form a co-ordinate 
department of the University. 

26. The actual foundation and maintenance of Universities by States 
is an experiment, the success of which is not expected by some, and not 
desired by many others. 

27. The Christian Church — under various denominations— has immense 
investments in higher education, and under her auspices 

28. Private individuals and corporate bodies will continue to endow 
and support educational establishments. Nevertheless there exists 

29. A powerful tendency in the direction of comprehensive — not to say 
exclusive^state and national effort to control education and to develop 
complete systeins of schools culminating in Universities. Wherefore, 

30. The evident need of such an organization of education by competent 
authority as will invite and ensure the co-operation of all parties inter- 
ested in the business and secure economy and efficiency; accordingly 

31. The State University should be so organized as to form an integral 
part of a State system of public education, while free scope and room 
should be allowed for the legitimate efforts of all private and corporate 
agencies. 

32. The higher education of women, — a problem not to be put aside 
when public funds form the endowment of a proposed University. 

II. 
Local Considerations: State of Minnesota, a. d. 1870. 

1. An act of the Legislature approved February i8th, 1868, "Re-organ- 
izing the University and establishing an Agricultural College therein" — 

2. The Board of Regents required by this act to establish ^'' five or more 
Colleges or Defartmeiits ; that is to say, 

"A Department of Elementary Instruction; 
"A College of Science, Literature and the Arts; 
"A College of Agriculture and the Mechanic Arts; 
"A College or Department of Law; 
"A College or Department of Medicine.'* 

3. An endowment of public lands, consisting on the one hand of Uni- 
versity lands proper and on the other of " Agricultural College " lands 
in the proportion of about 3 to 5. 

4. An evident and undoubted disposition on the part of the Board of 
Regents to devote the funds to accrue from the Agricultui'al College lands 
with the utmost fidelity to the object named in the act of endowment 
passed by Congress July 2, 1862. As an earnest of this disposition, 

5. The purchase of a farm for experimental purposes and the election 
of professors of Agriculture, Military Science and Civil Engineering, 



6. A provisional organization, in some respects excellent^ but lacking 
in thoroughness — the various departments forming rather a mere associa- 
tion than an organism. Indeed tlie separate establishment of the colleges 
or departments demanded by the statute was quite lost sight of. The 
printed report contained some admirable and striking suggestions. [See 
Appendix D.] 

7. Free Tuition in all departments: small annual charge for '"inci- 
dentals " only. 

8. No dormitory system, but students of both sexes left free to choose 
their residences in the cit3^ 

9. A Faculty often persons, including the President. 

10. An attendance of 185 students — about one-half of them young 
ladies. 

11. Thirteen students, ranking provisionally as Freshmen, of whoni 
probably but five were of that rank : all the rest below these. 

12. A large number of students looking forward to polj'technic studies, 
a great demand for instruction in the German language, and an unexpect- 
edly large number of classical students. 

13. But one denominational college, partially developed, in actual 
existence in the State. 

14. A very small number of fitting schools (3-5) in private or denomi- 
national hands and all young and feeble. 

15. A considerable number of excellent public High Schools, ably 
officered and ready to co-operate actively with the University, but as yet 
not having generallj'^ adopted courses of study preparatory to it. Hence 

16. The evident necessity of so planning the work of the University 
as to begin where the High Schools should leave off. 

Such was "the situation" when in June, 1870, the question of or- 
ganization came definitely before the Board of Regents. 

in. 

The plan actually adopted was the following, being the report of a 
special committee : 

THE UNIVERSITY OP MINNESOTA, 

PLAN OF ORGANIZATION, 
'• There shall be established in the Uni- " * * * to teach such branches of learn- 
versity of Minnesota, five or more Colleges ing as are related to Agriculture and the 
or Departments ; that is to say, a Depan't- Mechanic Arts, in sueh manner as the 
ment of Elementary Instruction ; a College Legislatures of the States may respectively 
of Science, Literature and the Arts; a Col- prescribe, in order to promote the liberal 
lege of Agriculture and the Mechanic Arts, ?Ln(\. practical education of the industrial 
including Military Tactics ; a College or classes in the several pursuits and profes- 
Department of Law; also a College or sions of life, without excluding other scien- 
Department of Medicine. "" — [Laws of Mm- tific and classical studies, and including 
nesota, 1868. military tactics.''— [Act of Congress grant- 

ing land for Agricultural Colleges, 1862.] 

A three years preparatory department has been in operation since 
1866. Twenty students, most of whom have passed through this Depart- 
ment, are now pursuing the studies of Freshmen in Science or Arts. 

It is proposed to drop, as soon as may be practicable, the first year of 
this preparatory course, and to add to the two remaining years, other two 



vears, corresponding to the Freshman and Sophomore years of our ordi- 
nary Colleges, thus forming a Department to be called "The Collegiate 
Department," of which the prominent features shall be these, viz; 

1. Two or more parallel courses of general scientific and classical 
studies, designed to prepare students either to enter one of the professional 
schools, or the Higher Academic course of the University. 

2. These courses to be open to both sexes alike. 

3. A thorough system of discipline, by means of marking system, 
military drill, gymnastics, &c. 

4. All students to be instructed in those principles of Agriculture (in- 
cluding Horticulture,) the Mechanic Arts, and Hygiene, which every 
" educated man" or woman needs to know. 

5. No degrees to be conferred at the end of these courses, but ouly a 
certificate of fitness to proceed with some proper University course. 

6. A shorter course of scientific studies for students preparing to 
enter the Colleges of Agriculture, Medicine, «&c. 

7. Tuition in this Department to be FREE. 

8. Qualifications for admission : Reading, Writing, Spelling, 
Arithmetic, and elements of Algebra, English Grainmar and Geography, 

Latin Grammar for classical students. After years Latin Grainmar 

and Piiysiology for all. Age, 14 years. 

9. STUDIES — Mathematics, — Algebra, Geometry, Trigonometry, 
Mensuration (includes Surveying), and Analytical Geometry. 

Sciences — Chemistry, Physics, Mineralogy, Botany, and Zoology, 
Geology, Physiolog}^, Geography, and Astronomy. Of these the nomen- 
clature and elements. 

Languages — English (including Grammar, Rhetoric and Logic,) 
Latin, Greek, French, German, Scandinavian, (any one or any two, if the 
teaching force can be made strong enongh.) 

Other Exercises — Military Tactics, Gymnastics and Calisthenics, 
Drawing, Elocution, &c. Lectures on Agriculture and the Mechanic 
Arts, and Hygiene. 

The theory of this Collegiate Department is, that the student having 
successfully pursued one or other of its prescribed courses, will be suitably 
prepared to enter the " College of Science, Literature, and the Arts," or 
the College of that profession to which he intends devoting his life. It is 
too much to ask now, in a new country, that candidates for Agriculture, 
Law, Medicine, or Business, shall generally have taken the degree of 
Bachelor in Arts. 

It is not thought necessary to enlarge upon the details of the organiza- 
tion of the professional and technical schools, the number and kinds of 
which must depend upon the means of the University and the public 
demands. The first of them to be organized will be that of " Agriculture 
and the Mechanic Arts." The Higher Academic Department will cor- 
respond nearly with the Junior and Senior years of the American Col- 
leges, except that there shall be entire academic freedom in the selection 
of courses. No degrees shall be conferred except after successful exami- 
nations, aud that to some extent upon subjects upon which no direct 
instruction shall have been given. 



It is a part of the plan that from year to year some branch or branches 
shall be dropped off the lower end of the Collegiate courses, so that at 
length, the whole Department having been relegated to the schools below, 
shall "expire by limitation," leaving the federated classical, scientific and 
professional schools of the Universitj^ proper. In fact the Collegiate 
Department is intended to be a model " Secondary School." 



The following diagram will suggest, though inadaquately,* the relat- 
tions of the Departments : 



Latin 
School- 



Collegiate 
Department. 



..vicuu^^^!;.'''" 




H Sci. Lit. and Arts. 

0~ . B.A. 

J^ ^ Law. 



The essential features of the plan appear to be: 

1. That while offering the old college course and discipline in its best 
form to the literary and professional classes, the University will provide 
for the industrial classes that "liberal and practical education" contem- 
plated in the laws which have conferred her endowments. 

2. The separation of the natural epochs of secondary and superior edu- 
cation, and the ultimate liberation of the University from the elementarj-- 
work belonging to the former. Coinciding with this separation, an ad- 
vantageous assortment of studies, methods and discipline suitable to the 
two periods respectively. As a further result 

3. The simplification of the question of "mixed education." 

4. The actual elevation of the professional schools, by requiring of can- 
didates for degrees a ^ood general education, as a condition for entrance, 
while, not insisting in theory on the impossible demand that all should 
have gone over the whole of the old College course. 

5. The elevation of the Colleges of Agriculture and the Mechanic Arts 
to equal rank and standing with the Law and Medical Colleges, and the 
separation of the studies and exercises properly belonging to them, from 
the elementary branches taught, or which should be taught, in the pri- 
mary and secondary schools, and which it is not the business of Colleges 
to teach. 



* The inadequacy of this diagram consists in this: that according to it, students look- 
ing torward to professional or technical studies, are apparently expected to give up work 
" in Arts" at the close of the Collegiate Department. They are, indeed, allowed to do so, 
but the University Course in Arts is most urgently recommended to all who can by any 
reasonable means and sacrifices attain to it. 



9 

6. That while proposing to provide instruction on the most liberal 
scale in all subjects proper to be taught in a genuine University, the in- 
stitution shall not offer an unlimited "option" of studies, but rather a 
suitable variety of well-ordered courses of study, leading to appropriate 
degrees,, 

7. The total abolition of all honorary degrees. 

8. A close and organic connection with the system of public schools, 
permitting and inviting the co-operation of all private and corporate 
institutions. " The University begins tvherever the High School leaves off.'' 

9. That while the main features of the plan may remain unchanged, 
it admits of great freedom in the arrangement of details to suit vary- 
ing- conditions of times and circumstances. 

10. A faithful adherence to the letter and spirit of the laws, state and 
national, which have established and endowed the University, and 
which contemplate it as a federation of literary, scientific, professional, 
and technical or industrial Colleges., each imparting liberal and practi- 
cal education. 

Note. — It is a necessary corollary of this plan of organization, that the 
University work be extended beyond the baccalaureate graduation, as soon 
as may be practicable, by the addition of studies or courses of study lead- 
ing to the master's degree or the doctorate. 

On the i2th day ot July, 1870, a code of by-laws was adopted, put- 
ting the foregoing plan into actual operation. For a summary of these, 
as since modified in some particulars, see Appendix E. 

IV. 

OPINIONS OF DISTINGUISHED AMERICAN EDUCATORS AND OTHERS. 

[It is proper to remark that most of the following opinions were fur- 
nished in answer to a printed circular letter issued in February, 1870, 
setting forth the then proposed plan.] 

President Porter and others, of Yale College : — "The undersigned having 
had their attention called to the proposed organization of the University 
of Minnesota, as set forth by President Folwell, have been impressed with 
its adaptation to the wants of a new State, its harmony with the work of 
other educational institutions in Minnesota, and its just recognition of the 
value of literary, scientific and professional culture." 

(Signed,) Noah Porter, President of Yale College. 

D. C. Oilman, 
Wm. D. Whitney, 

Professors of Yale College. 
The undersigned agree with the foregoing expression of opinion. 

(Signed) James Hadley, Professor of Greek, 

George F. Barker, Professor of Chemistry, 
Wm. H. Brewer, Professor of Agriculture, 
Thomas R. Lounsbury, Professor of English. 

President Hopkins, of Williams College: — "The general plan seems to 
me judicious, and I cannot think you will find difficulty in adjusting it to 
your wants and means as they shall be revealed." 

President White, of Cornell University : — "Your plan is interesting, and 
in view of the peculiarities of your intermediate education in the State, 
seems to be excellent," 

Hon. Horace Webster, late President of the College of the city of New- 
York: — " I like your plan and course of study as given in your circular." 



10 

President Runkle, of the Massachusetts Institute of* Technology's—"! 
have looked over the documents you were good enough to send me, with 
much interest, and feel sure that you are on the right track. * * * 
You are building up a University, and all subjects should be approached 
in the most catholic spirit." 

President Frieze, of the University of Michigan : — " I sincerely hope 
that 3'ou ma^^ be able to realize your plan for the development of a Uni- 
versity. I can see no deficiency in it. * * * j can see that vou 
and your coadjutors must have infinite faith and patience, and be con- 
tented with very gradual and slow progress, in the fillini^up and complete 
carrying out of the design, but it is certainly correct in principle; and I 
am convinced that America will never have a University until some of 
our institutions adopt a course similar to that you propose. 

President Coppee, of Lehigh University, writes : — '• The general system 
strikes me as just and good." 

President Jackson, of Trinity College, Hartford : — " I like the general 
scheme of your University. * * * ^g you are beginning 

anew% and have not old systems to overthrow, you could not do better, 
so far as practical education is concerned, than to approximate your SAStem 
as closeW as your circumstances will allow to that which is so happilv 
developed, and in such successful operation in Prussia. 

President Morton, of the Stevens Institute ol Technology f — "lean 
heartily approve of your course.'* 

President Read, of the University of Missouri: — "Your plan meets my 
entire approval. * * * You have the correct view of agricultural 
education." 

President DeKoven, of Racine College : — *' You have my thanks for the 
noble plan you have so clearl3' advanced." 

President Angell, of the University of Vermont, (now of the University of 
Michigan ,) says: — "A great point will be gained when we have carried 
secondarj^ education up to the mark you have set. I cannot but applaud 
your courage in attempting the experiment in a new State like yours^ 

* * * I do most earnestly wish the highest measure of success to 
your praiseworthy effort." 

President Chadbourne, of the University of Wisconsin (now of Wil- 
liams College) : — " Your plan shows that you understand the situation 
fully, and that your object is to organize the University to meet the 
present wants of the State, giving it, at the same time, the conditions of 
growth as new demands are made. * * -st i like the plan because it 
seems to me to aim at making the University supplement the common 
schools; and it should not shrink from humble work, while that is neces- 
sary on account of the defect of the schools." 

Dr. J. M. Gregory, President of the Illinois Industrial University: — ■ 
" You know I am not an extremist, any more than yourself, and I most 
heartily approve of your plans, which have for their aim to hold fast all 
that is good in the past, while you gain all the new good the present offers." 

Hon. Henry Barnard, late U. S. Commissioner of Education : — "It has 
been a favorite thought of mine for years, to engraft the Polytechnic 
School, as you will see it developed in Zurich, Carlsruhe, and Other points, 
on to our American High Schools and Colleges, as you have done." 

Rev. A. P. Peabody, D. D., of Harvard University: — " I want to express 
my sincere and gratified interest in the plan of your University. I think 
you have placed your elective system just where it ought to stand. Up 
to the term corresponding to the Sophomore year, the required course 
will no more than fit a student to make an intelligent and judicious choice, 
and the whole previous period is needed for studies in which every student 
ought to be a proficient." 



11 

Rev. Dr. Wilson, of Cornell University, Professor of Mental and Moral 
Philosophy: — " I express my approval of it in general without reserve." 

* * * It would enable us to put the first and second year men— preparing for the 
University courses projier,— under a regimen and training such as boys need, and at the 
same time allow the University men the liberty lor which men only are fitted. 

* * * it would allow us in practice to take advantage of the dillerence between the 
recitation and the lecture systems, and to use the former almost exclusively in the pre- 
paratory or Collegiate course, and to make the most of the lecture system in the Uni- 
versity course where alone it can be used with advantage, and where it is incomparably 
superior to the recitation system. [See Appendix F.] 

Rev. Dr. Kendrick, of the University of Rochester, Professor of Greek : 
" I atn glad to see your young State, adopting a plan so comprehensive 
and liberal. * * * The general plan seems to me ixnexceptionable 
and excellent. The thousand questions of detail will have to be settled 
by experience." 

Major J. H. Whittlesey, of Cornell University, Professor of Military 
Science : — " I think your plan admirable, because it takes existing circum- 
stances in your State as they are. It preserves the lines of demarcation 
between the different stages of instruction, and can adapt its methods to 
the requirements of each, and it maps out the chart for wnatever of 
growth and development, as a true University, the people of your State 
may require." 

Professor J. W. Chickering, of the National Deaf-Mute College, Wash- 
ington, D. C. : — "I have to say that examination and reflection have led 
me to regard your plan of organization as admirably suited to its purpose. 
It has the rare tnerit of combining a practical basis of organization for an 
institution in its infancy, with opportunity for unlimited expansion in the 
future. * * * I am greatly pleased with the flexibility of its relation 
to the whole common school system of the State. * * * a very valu- 
able contribution toward the solution of the various educational problems 
off'ering themselves alike to the wise educator and the thoughtful legis- 
lator." 

Dr. Asa Gray, of Harvard University, Professor of Botany : — '" I can say 
in general, that your plan seems to me well considered, and we wish you 
every success," 

Dr. Charles A. Joy, of Columbia College, Professor of Chemistry : — 
"The plan of development, or the method of evolution of the studies, 
invented by you, is the best I have seen. * * * You give due impor- 
tance to classical culture, and you make room for the on-coming army of 
science." 

Dr. E. W. Hilgard, of the University of Mississippi, Professor of Agri- 
culture : — *• I have read attentively, and with great satisfaction, the various 
documents concerning the proposed organization of your University. 

* * * I cannot omit to express to you, in general, my entire concur- 
rence in your views." 

Dr. Willard F. Rising, of the UniV^ersity of California. Professor of 
Chemistry: — " I do not hesitate to approve your plan; and I shall look 
forward to good results fj-om it." 

Professor J. Montgomery, of Woodstock, Ontario : — "I am pleased with 

your plans. 

"I like the Collegiate Department, because it covers just the ground it should cover; 
it secures discipline to the pupil just when he needs it, and it carries him to a point 
where he may be allowed to use his own choice. Academical education is the great need 
of the country at the present time. * * * No doubt you do well to drop tae subjects 
taught in this department as soon as they can be taught well in the Union and IJigh 
Schools. * * * Your plan far surpasses all others in that it provides for all classes. 
I am much pleased with the plan of separating the Collegiate and University courses at a 
point corresponding to the end of the Sophomore year." 

Professor Albert S. Wheeler, of Cornell University; — " Your plan is 
very sound and very thorough, (possibly too thorough for Western 
demands,) but none too thorough for the demands of deep and liberal 



]2 

scholai-ship. * -h- * jf it is carried out it will secure your State a real 
University. The most striking feature of the plan, it s'eems to me, is its 
flexibility." 

Hon. J. D. Cox, of Cincinnati, O., Trustee of the University of Cin- 
cinnati: — "I find that we are working in very nearly the line marked out 
by you, and with the same central idea of the University course. We 
hope to have some day, in Cincinnati, a continuous hierarchy of schools, 
reaching from the primarj^ upwards by regular gradations, branching into 
parallel courses of technical and special study as we ascend. 

Hon. John Hancock, Superintendent of Schools, Cincinnati, O.: — " From 
the examination I have been enabled to give your plan for your Univer- 
sity, I judge it to be well adapted to the wants of your people. We have 
in contemplation the establishment of a University for our city, and the 
same qviestion is pressing upon our attention which you discuss in your 
report. We have two High Schools, and the problem is to so arrange their 
course of study as to cover abotit t-wo years of the usual College course^ and 
gradtially elevate that standard in future years, so as finally to complete 
the ordinary College curriculum in these schools, and thus render it pos- 
sible to make our institution a Universitj' in fact as well as in name. 

"We have some among us who insist that we shall at once attempt to 
establish a full-fledged University on the German plan. Such a course 
seems to me, in our condition of societ}', utterl}' impracticable. Such an 
institution will require in this country some time to grow. To such a 
growth your plan very admirably adapts itself. * * * We already 
carry pupils through the Freshman year. 

Professor Ira Moore, Principal of the Normal School at St. Cloud : — 
" Your plan of the University is before me, and pleases me much, and in 
no one feature so much as that it promises to be, not like our Eastern 
institutions, a College devoted to the specialty of languages, with depart- 
ments for other studies tacked on as appendages, but a University proper, 
giving equal scope and honors to all the departments of learning. * * * 
I am glad that women are to be admitted to all the privileges of the insti- 
tution. This certainly is as it should be." 

Hon. Wm. T. Harris, Superintendent of Schools, St. Louis, Mo. : — 
" Your views and plans seem to me to be very catholic and very practical." 

Professor J. W. Stearns, of the University of Chicago; — '• It seems to 
me that you have made a move in the right direction, in carrying the 
work of secondary education forward to the close of the present Sopho- 
more year. This, I am convinced, is the true way of meeting the rival 
claims of the old and new education. ' We must elevate our standard' 
all the Colleges are saying. You have commenced by putting yours 
where it ought to be; and by clearly avowing your purpose, and by show- 
ing how it is to be accomplished, you have won half the battle. Success 
to you in your efforts. I shall watch the history of your progress with 
confidence and interest. . 

John T. Wheeler, A. M., Latin Master in St. Paul's School, Concord, 
N. H.: — "However I believe in discriminating now between the Uni- 
versity and College work, heretofore partially confounded in the hetero- 
geneous curriculums of our Colleges. Let the Freshman and Sophomore 
work be relegated to the schools, and a year be added to the University 
Course; and then, only, I think, can our Higher Education be developed." 

Rev. W. W. Washburn, late Principal of the Preparatory Department 
of the University of Minnesota: — " In your scheme of organization, you 
have comprehended the actual situation of aff'airs, and provided for the 
wants of that new State very fully. You have crystallized and put into 
admirable form a thought that has often presented itself to my mind, i. e., 
that the University courses branch at the close of the Sophomore year. 
* * * I fee] very confident that your plan will succeed, and that it will 
commend itself to the judgment of all who are acquainted with the wants 
of our new States." 



13 

Hon. Horace Capron, late Commissioner of Agriculture; — ''Your views 
on the comprehensive education to be expected at what is strictly a Uni- 
versitv, will generally be adopted as sound. Our Agricultural Colleges 
should be gradually developed with a peculiar organization, adapted to 
the demands of the times and to the wants of our Agriculture. 

Rev. W. J. Beecher, Professor of Hebrew in the Theological Seminary, 
Auburn, N. Y. : — "But, all suggestions apart, I believe that your plan, 
jnst as it is, is a good plan, if not the best, and that it ivi'll ti'ork, and will 
be popular. 

Hon. C. K. Davis, U. S. Dist. Attorney, St. Paul : — " I am impressed 
with the conviction that your plan is an excellent one in its general scope." 

Professor Wm. F. Phelps, Principal of the First State Normal School, 
Winona; — "I have studied with much interest the courses of study and 
plan of operations laid down for the University of Minnesota. From 
these examinations I feel prepared to say that they seem to me to be well 
considered, judicious, and in hannony with the most enlightened views of 
Higher Education, as entertained by our best thinkers* Time and expe- 
rience may inake minor changes in details expedient, but on the whole 
your plans are, I believe, most wisely conceived." 

Professor Jas. R. Boise, Dept. of Greek, University of Chicago : — " You 
have a noble work before you, and I am glad yoij understand so well the 
importance and the nature of your task. Your views appear to me to be 
enlisfhtened and liberal." 



Suggestions as to the Future Development of the 

University. 



The law of February, i8, 1868 gives the Board of Regents unlimited 
pow-er to establish Colleges or Departments in the Universit3^ 
A subsequent amendment authorizes them to dispense with the " Depart- 
ment of Elementary Instruction," so fast and so far as may to them seem 
just and proper. 

1. 

The College of Science, Literattxre and the Arts should 
remain, as a higher sphere of culture in the " Humanities," and should 
not be complicated with technical courses. 

2. 

The College of the Mecpl^xic Arts now presents but two courses 
of study — those in Civil Engineering and Mechanical Engineering : 
in addition thereto, there may hereafter be opened other courses or 
"departments," e.g. 

1. Mining Engineering. 

2. Metallurgy and Assaying. 

3. Architecture. 

4. Mechanical Drawing. 

3. 
The College of Agriculture may, in progress of time, give room 
to such specialties as : 

1. Agricultural Chemistry. 

2. Horticulture and Pomology. 

3. Arboriculture. 

4. Stock-breeding, &c., &c., &c. 



14 

4. 

The Colleges of Law and Medicine named in the statute, will of course 
be organized in due time. A good Secondary Education, including at least 
the Latin language, should be the minimum prerequisite to admission. 

5. 

There may be established a College of PrrRE and Applied Science, 
with departments of 

1. Chemistry AND Physics. 

2. Geology and Mineralogy. 

3. Botany and Zoology. 

4. Astronomy and Physical Geography. 

5. Veterinary Science. 

6. 
There may also, circumstances favoring, be opened, at length. Colleges 
or Departments of 
Public Health, 
Commerce, 
Education, 
Military Science, 
Domestic Economy, 
Fine Arts. 



Appendix A i. 

Extract from the annual report of Dr. Barnard, President of Columbia 

College, New York, for 1871. — p. 28. 

" Taking the whole country through, the number of undergraduate students in all the 
Colleges, IS less at the present time, in proportion to the entire population, than it was 
thirty years ago, nearly in the ratio oj[ two to one. From New England, where Colle- 
giate education has always been more highly in favor than anywhere else, the number of 
undergraduate students sent to the Colleges within and without New England is not 
greater by one hundred in all at this time, than it was in 1838. It is even considerably 
less, if we leave out Harvard University ; an institution which has received within the 
last few years, a rapid and surprising increase of numbers, as an apparent consequence 
of having abandoned the distinctive features of the Collegiate system of instruction, i. e. 
the invariable curriculum of study." 

Appendix A. 
Professor Henry S. Freize, in his annual report as acting President of 

the University of Michigan for the year 1870, remarked : 

If a genuine University is ever to exist, either here or anywhere else in America, it 
is to be built upon a much higher scholarship in the preparatory schools and Academies. 
They must be advanced to the character of gymnasiums and must do a la7'ge part oftJie 
work of our Colleges before a University shall be possible. * * * One public high 
school of this State, at the close of the presentyear, has sentinioour academic department 
a class of thirty-live students well prepared. The high schools of this State in general are 
yearly coming into more mutual relations to the University, and sending increasing 
numbers to its halls. If the University and the local school authorities shall co-operate in 
elevating and multiplying the courses of study, and in arranging them as parts and grades 
of a connected and progressive system, it will manifestly be bur a work of time to bring up 
the best and most enterprising of these seminaries to the position of gymnasiums, and to 
the level of attainment which we so desire to realize, and thus in the end it will be possible 
for the University to drop its elementary teaching, and to do its proper work. 

President Barnard, of Columbia College, [See Annual Report, 1871, 
p. 44.] speaking of the Academies of the State of New York, says — 

"But many of these are schools of very superior merit and efficiency ; and these are 
doing, at the present time, a great part of that work of disciplinary education which has 
been so much insisted on as being the proper work of the Colleges. It is by these schools 
that the Colleges are principally fed, as in Germany the Universities are fed by the gym- 
nasia; and it is to be presumed that, in progress of time, by the strengthening and eleva- 
tion of both, these two classes of institutions, thus independent of each other but still 
intimately related, may create upon this continent a system of superior education, prac- 
tically parallel with that of continental Europe." 



15 

Appendix B, 

The following is merely a representative, — bv no means an exhaustive — 
list of institutions which introduce optional (or select) studies or courses 
of study at the close of the second or Sophomore year. 

The University of Michigan, 

The College ol' New Jersey. 

The Cornell Univer^rity, 

The Rensselaer Polytechnic Institute, 

The Afrricultural College of Iowa. 

The Agricultxital College of Maine. 

The :Massachusetts Institute of Technology. 

Yale College. 

Brown University. 

ilutger's College. 

The Uuiver^ily of Wisconsin. 

The University of Xebra^ka. 

The University of California. 

The University of Pcnnsjivania. 

Vassar College. 

Professor S. Edwards Warren [See notes on Polytechnic Schoolsj p. 14.] 
referring to a list of 23 of the principal Polytechnic Schools of the country, 

says — 

"Bv now comparing the professed objects and actual results, of at least the more well 
developed of the institutions named in the table, with the foregoing principles, we learn, 
that, at least in their two or three upper years, they are strictly and fully professional 
<8c}iool8. For Civil. Mechanical, Topographical and Mining Engineering, Physical and 
Chemical Technology, and Architecture, are not taught in them merely to discipline the 
mind, or to qualify one to participate in the intercourse of polite society. * * * These 
great subjects are' taught, principally, as elevated scientific and practical professions, 
that is, as means of gaining ample and honorable employment, and of ennobling the 
state, by the application of fruitfui principles of science to the benefieent arts of peace. 

The same author suggests (p. 43.) "That the professional rank of the technical schools 
should be unobscured, the more fully developed among them, so far as they desire to do 
their own preparatory trainms, mischt well resolve themselves into a distinctly pronounced 
twofold general organization, the first department of which should be of a Collegiate 
character, and adapted to the earlier wants of youth seeking a finished scientific educa- 
tion: its second department embracing any proposed number of strictly professional 
schools, managed exclusively as such, in respect to matter of instruction, and tone of 
administration. 

Appexdix C. 

President Angell) of the University of Michigan, in his inaugural addresS) 
1S71, thus speaks of the need and the feasibility of dropping the Freshman 
and Sophomore years from the University to the preparatory schools : 

" If now we are to lift the irrade of University work, we must lift the grade of preparato- 
ry work, and receive our students only at a more advanced stage of learning than they 
at present reach, before entering the Freshman class. I learn from the interesting re- 
port of President Frieze that the average age of the students who are admitted here is 
very nearly that of the University students of Germany. 

Could they thoroughlj' accomplish the collegiate work of the first two years before com^ 
mencing here, We might make their course compare favorably with that of the German 
Universities. 

Kow the addition of the first two j-ears to the preparatory course would be no greater 
advance upon the present work of the schools than has actually been achieved since the 
beginning of the century. Alreadj' there are not a few schools In the country which can 
give, and would gladly give, the instruction of the Freshman year. The time is not dis- 
tant when the better and stronger institutions can safely push up their requirements for 
admission to the standard now reached at the beginning of the Sophomore j'ear, and I am 
confident that the day is not verj- remote when they can secure yet higher attainments. 
The teachers of academies and high schools are generally more than willing to do their 
part in accomplishing the result, since the character of their work and the tone of their 
schools is thereb}' necessarily raised. 

So far as I have observed, this enlargement of preparatory work is easilj' attainable^ 
and is even more necessary in the scientific than in the classical department of our Col- 
leges. The mathematical course at least up to trigonometry, the elements of physiology, 
botany and physics, some help in French, and a year's study or more in Latin, may now 
be furnished in many high schools in Xew England and, I doubt not. in many schools in 
the West, * * * * 



16 

To secure this elevation of onr work there must be the heartiest co-operation of the tJni-- 
versity and the schools. It would have been a happy completion of the public school 
system of the State, if an organic connection, like that between the German Universities 
and the gymna-^ia had been established. But there may be such a virtual if not a formal 
connection, and to accomplish this end the University should spare no efforts. 

It must be confessed that generally the schools in this country are quite as ready to 
furnish the advanced instruction as Colleges are to insist on it with vigor, as the indis- 
pensible condition of admission. The courage of most College Faculties or Corporations 
Avavers, when a considerable number of applicants for entrance are about to be cast off 
by a new rule. Of course good sense must be used in deciding how fast and how far the 
standard shall be raised. But the courageous course now as in other matters is often 
the best rewarded. As a rule the Colleges whose classes are increasing most rapidly, 
are those whose requirements for admission, and whose scale of work is liighest . The 
better and more aspiring students justly conclude that from suah institutions they shall 
receive the most benefit. Certain it is that the best interests of the University and of 
good learning requires us to make increasing, earnest, and judicious efforts to push the 
work of the preparatory schools to a higher and higher plane." 

Appendix D. 

From a *' Report of the Committee on Organization," of which Rev. 
W. W. Wash-burn was chairman, made May 7, 1869: 

Page 6, " We would, therefore, have all special training proceeded by a course of study of 
wider scope, thus laying the foundation of a general scientific and literary culture. 
These general courses'may vary in lengthy to meet the requirements of different classes of 
students. For those who desire to reap to the fullest extent the advantages of college 
training * * there should be organized courses consisting (ff language, science, phi- 
losophy, &c., extending through the four years. But we would allow those who have not 
the time nor inclination for this extended course in general study, to enter upon that 
relating to their chosen profession or pursuits, at such a time as may be necessary iu 
order to secure its completion within the four years.''^ 

Page 14. The Committee recommend that the first two years of the course in Agricul- 
ture and the Mechanic Arts, " coincide with the scientific course of the Department of 
Literature, Science, and the Arts ;" and that the last two years be devoted to special 
studies. 

Page 36. The Committee recommend that the sexes recite together in the Preparatory 
Department," and add, " Perhaps their recitations in some studies would be common 
through the Freshman and Sophomore years." 

Appendix E. 

A Resume of Bylaws adopted by the Board of Regents, July 12th, 1872. 

CHAPTER I. 

Of the Department of Elementarj^ Instruction. 

Article I. Of the Latin School ; prescribes the length of course (one year), and the 
requisites for admission; viz. Reading, Writing, Spelling, Practical Arithmetic, Local 
Geography, and Introductory Grammar. 

Article 11, Of the Collegiate Department; prescribes, §. 1. the length of the course (4- 
years); § 2, the studies ; §§ 3, 4, and 5, the courses of study (see announcement for 1871-72) 
and choice to be made at time of entrance ; § 6, Requisites for admission ; Reading, Writ- 
ing, Spelling, Arithmetic, and Elementary Algebra. U, S. History, and English or Latin 
Grammar; § 7, The issue, to students who may have 'be^n passed upon any study, of a 
Certificate, and to those who may have completed a course, of a Final Certificate. 

Article III. Of the Faculty of the Department of Elementary Instruction: Consists of 
the President ex-officio, with casting vote, of professors and assistant professors employ- 
ed in and for the Department, and of such other professors and assistant professors as 
may be detailed for duty in the.Dapartment, by the Board of Regents, or in their recess 
by the President of the University. Professors have two votes, assistant pi-ofessors one. 

Art. IV. Of the students of the Department of Elementary Instruction; prescribes; § 1, 
That each file an application in given form before Registry ; § 2, the payment of'' iucident- 
als" before Registry; § 3, form of " student's cards ;" §4, that students absent for six 
consecutive days be dropped from the rolls : § 5, three recitations for five days in each 
week, besides exercises in Drawing, Millitary Tactics, Elocution, Composition, &c. ; § 6, 
Punishments; Demerits, Warnings, Suspensions, Expulsion, and Reduction to the 
ranks in the Millitary Corps ; § 7, excuses to be filed for every absence on the following 
morning, before admittance to any recitation. 

Article V. Of the Rotitine of the Collegiate Department; § 1, divides the year of 40 
weeks, beginning on the 1st Tuesday of September, into 3 terms of 1(3, 15 and 9 weeks 
respectively; § 2. requires all stitdents to attend the morning chapel ; § -3, suspends work 
on legal Holidays; § 4, fixes amount of " Incidentals" ($6.00 @, year); § 5, requires all 
male students to drill unless excused by the Faculty and authorizes those who intend to 
complete a course to wear the uniform. Millitary appointments are made by the Presi- 
dent, upon recommendation of the Professor of Millitary Science, with the consent of the 
Faculty; § 6, appoints the regular examination of Candidates for admistion on the first 
day of the first term, in the Assembly Hall of the University at 9 a.m.; § 7, requires ex- 
aminations to be held at the end of each term — any person admitted to them ; § 8, prescribes 
the system of marking recitations and examinations; §9, " demerit system. 



17 

CHAPTER II. 

Of the College of Agriculture and the Mechanic of Arts.* 

Art. I. Of the Agricultural Divison prescribes: § 1, the scheme of studies (see an- 
nouncement f«r 1871—72) : § 2, thelenc^th of course— 2 years : § 3, the requisites for admis- 
sion—for candidates for degree of Bachelor of Agriculture the Scientific Course of the Col- 
]e<j;iate Department, hut any person competent to receive instruction allowed to attend 
the classes. 

Art. II. Of the Mechanic Arts Divison, prescribes; § 1, courses of study, Ci?;27 En- 
gtneerinq. Mechanical Engineering,— ^chesie of studies (see announcement for 1871 — 72); 
§2, length of course, 2 years^same terms and recesses as in Collegiate department; § 3: 
requisites for admission — the Scientific course of the Collegiate Department; §4, degrees 
of C. E. and M. E., given to those students who complete a course— but any person com- 
petent allowed to join classes. 

Art. III. Of the Faculty of the College, &c. ;§ 1, Composition and regulations of 
this Faculty analagous to' that of the Collegiate Department: § 2, merits of students to 
be ascertained from examinations only ; § 3, Punishments to be Avarnings, Suspensions, 

Expulsions. 

CHAPTEE III. 

Of the College of Science, Literature and the Arts. 

§. 1. fixes length of course — 2 years, — and gives plan of studies and courses(see announce- 
ment for 1871—72). Two required studies and one elective the rule. Merits ascer- 
tained by examinations only; §2,Termsand recesses the same as those of the Collegiate 
Department,— liecjuisite for admission to full standing, the appropriate courses of the 
Collegiate Department, or a siiccessful examination in equivalent studies — Elective 
studies to be selected withm three days from the beginning of the term; § 3, Degrees of 
B. A. B. S. and B. L., to students completing a course satisfactorily, but any person com- 
petent allowed to join classes; § 4. Punishments; Warnings, Suspensions, Expulsion; 
I 5, Faculty — composition and regulation, analagous to that of Collegiate Department. 

CHAPTER IV. 

Of the College of Law and ISIedicine, — (not organized.) 

CHAPTER V. 

Of the officers of the University, &c. 

§ 1, Engagements of officers terminable by either party, upon giving seasonable notice. 
Absent olticers to give notice to the President of the Board of Regeuts. All officers 
required to suppress disorders; § 2, President of the University required to publish the 
Annual Calendar, to approve bills and accounts of incidental expenses, to have charge 
of the Library, to communicate inform.atiou to any faculty, unless bj' him deemed inex- 
pedient, to arrange with the assistance of the several Faculties the programme of studies 
and exercises, to'forward to the Board of Regents all official communications from officers 
and students; § 3, Professors to have general superintendence of their respective depart- 
ments and to be responsible for the successful management cf them, to select text -books; 
assistant professors and other instructors to be responsible for the oraer and progress 
of their classes — the duties of cognate departments to be so distributed as to give all 
instructors equal employment, as nearly may be, according to rank — the professors to 
make an annual report; § 4, The General Faculty consists of the President ex-offlcio. 
and all professors and assistant professors. The President has a casting vote only; 
professors have two votes, assistant professors one. The duty of the genei'al Faculty 
—to consider all matters proposed by the President or the Board of Regents and to 
advise whatever mny seem advantageous — to regulate all organized societies and clubs, 
and to prescribe the manner and rules of all examinations ; § 5, No society to be deemed 
organized until its Constitution and By-laws shall have been approved bj' the General 
Faculty — lists of officers to filed in the President's office— President to designate rooms to 
be used and may hold officers responsible for damages. No meetings of students other 
than those of authorized societies to be held without leave. 

CHAPTER VI. 
Repeals all previous legislation inconsistent with the foregoing. 

Appendix F. 

From Whewell on University Education in England, pp. 76, 77. 

"The continued superintendence and control which direct College teaching, implies, 
are most easy and natural in the earlier part of the pupil's residence in the University. 
I should judge it desirable that the two first years of his career were employed in this 
kind of study, and I think it would be a great" advantage if no University examinations, 



*By virtue of an act of the Legislature, approved February 29th, 1872, the College of 
Agriculture and the Mechanic Arts was separated into 
The College of Agkicctltuke and 
The College of the Mechanic Akts. 



compulsoly or emulouSi-disturbed the even tenor of this course of instruction. * * * 

" After tAvo years spent under the influence of College rules, I conceive the student 
might, with advantage, he given over to the motives and employments which the Uni- 
versity offers. * * * 

" After this, the forward student would be prepared for the highest exertions and the 
widest speculation, for competitions and professorial lectures ; while the slow learner 
would have exhausted all that could easily be communicated to him directly, and might 
be well employed in preparing for the final examination ; * * * 

" It would be quite consistent that this, the University period of the student's career, 
should be opened by a previous examination fitted to ascertain that he was in the state of 
proficiency which the system proposes. 

" I give this sketch merely with a view of pointing out the mode in which the Uni- 
versity and College systems may be combined, and the great inconveniences avoided, 
which may arise, and have arisen, from their conflicting tendencies: by no means intend- 
ing to ofler it as a scheme of which the details are matured. But this, or something of 
this kind, is, I think, a plan well worthy the notice of all English Universities.'" 



Resolved, That after a full consideration of the objections 
urged against the plan of organization of the University, and 
the answer thereto^ it is the judgment of the Board that it is 
not expedient to make any radical change or modification 
in the settled policy of the University as heretofore fixed by 
the Board. 

A true copy. 

(Attest) A. A. Harw(30D, 

Reeorelin<^ Secretary 
St. Paul, July i6th, 1872. 



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